INTERNET-DRAFT N. Elkins Inside Products M. Georgescu NAIST V. Hegde Independent K. Chege Intended Status: Informational ISOC Expires: March 25, 2016 September 22, 2015 Mentoring Program 1.1 draft-elkins-mentor-00 Abstract The mentoring program was started by in 2013. It has been continued in the original form to date. The time has come to expand the program to better suit the needs of participants. To this end, a survey was taken by IETF participants. Results are analyzed here. A number of new initiatives are also being proposed. Table of Contents 1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.1 Definition of Terms . . . . . . . . . . . . . . . . . . . . 4 1.2 Current Mentoring Program Mission . . . . . . . . . . . . . 5 1.3 Current Mentoring Process . . . . . . . . . . . . . . . . . 5 2 Mentoring Survey (2015) . . . . . . . . . . . . . . . . . . . . 5 2.1 Mentoring Program Experiences . . . . . . . . . . . . . . . 5 2.1 Profile of Participants . . . . . . . . . . . . . . . . . . 5 2.2 Why People Attend IETF . . . . . . . . . . . . . . . . . . . 6 2.3 Mentee Experience . . . . . . . . . . . . . . . . . . . . . 7 2.4 Mentor Experience . . . . . . . . . . . . . . . . . . . . . 7 3 Structure of the Mentoring Program . . . . . . . . . . . . . . . 7 3.1 What People Want from the Program . . . . . . . . . . . . . 7 3.2 Different Ways of Mentoring . . . . . . . . . . . . . . . . 7 3.3 Classic Mentoring . . . . . . . . . . . . . . . . . . . . . 8 3.4 One Time Event or Workshop . . . . . . . . . . . . . . . . . 8 3.5 Regional / Institutional Mentoring . . . . . . . . . . . . . 8 3.6 Task Mentoring . . . . . . . . . . . . . . . . . . . . . . . 8 3.7 Ongoing Mentoring . . . . . . . . . . . . . . . . . . . . . 9 3.8 Shadow Mentoring . . . . . . . . . . . . . . . . . . . . . . 9 3.9 Speed Mentoring . . . . . . . . . . . . . . . . . . . . . . 9 4 Selection of Mentor / Mentee . . . . . . . . . . . . . . . . . . 9 4.1 Who Should be a Mentor? . . . . . . . . . . . . . . . . . . 10 Elkins Expires March 25, 2016 [Page 1] INTERNET DRAFT elkins-mentor-00 September 22, 2015 4.2 Types of Mentors . . . . . . . . . . . . . . . . . . . . . . 10 4.2 Who Should be a Mentee? . . . . . . . . . . . . . . . . . . 10 4.3 How to Match Mentor and Mentee . . . . . . . . . . . . . . . 10 5 Where / When / How to Mentor . . . . . . . . . . . . . . . . . . 11 5.1 Remote participation . . . . . . . . . . . . . . . . . . . . 11 5.2 When to Mentor . . . . . . . . . . . . . . . . . . . . . . . 11 5.3 Time Constraints . . . . . . . . . . . . . . . . . . . . . . 12 5.4 How to Mentor . . . . . . . . . . . . . . . . . . . . . . . 13 6 Publicity . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 7 Measuring Effectiveness . . . . . . . . . . . . . . . . . . . . 13 8 IANA Considerations . . . . . . . . . . . . . . . . . . . . . . 14 9 Security Considerations . . . . . . . . . . . . . . . . . . . . 14 10 References . . . . . . . . . . . . . . . . . . . . . . . . . . 14 10.1 Normative References . . . . . . . . . . . . . . . . . . . 14 10 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . 14 Authors' Addresses . . . . . . . . . . . . . . . . . . . . . . . . 14 Appendix 1: Mentoring Survey . . . . . . . . . . . . . . . . . . . 15 Elkins Expires March 25, 2016 [Page 2] INTERNET DRAFT elkins-mentor-00 September 22, 2015 Status of this Memo This Internet-Draft is submitted to IETF in full conformance with the provisions of BCP 78 and BCP 79. Internet-Drafts are working documents of the Internet Engineering Task Force (IETF), its areas, and its working groups. Note that other groups may also distribute working documents as Internet-Drafts. Internet-Drafts are draft documents valid for a maximum of six months and may be updated, replaced, or obsoleted by other documents at any time. It is inappropriate to use Internet-Drafts as reference material or to cite them other than as "work in progress." The list of current Internet-Drafts can be accessed at http://www.ietf.org/1id-abstracts.html The list of Internet-Draft Shadow Directories can be accessed at http://www.ietf.org/shadow.html Copyright and License Notice Copyright (c) 2015 IETF Trust and the persons identified as the document authors. All rights reserved. IETF Trust Legal Provisions of 28-dec-2009, Section 6.b(i), paragraph 3: This document is subject to BCP 78 and the IETF Trust's Legal Provisions Relating to IETF Documents (http://trustee.ietf.org/license-info) in effect on the date of publication of this document. Please review these documents carefully, as they describe your rights and restrictions with respect to this document. Code Components extracted from this document must include Simplified BSD License text as described in Section 4.e of the Trust Legal Provisions and are provided without warranty as described in the Simplified BSD License. Elkins Expires March 25, 2016 [Page 3] INTERNET DRAFT elkins-mentor-00 September 22, 2015 1 Background The mentoring program was started by Alissa Cooper and Brian Haberman in 2013. It has been continued in the original form to date. The time has come to expand the program to better suit the needs of participants. 1.1 Definition of Terms Mentor: An IETF participant who has been active in the IETF for a number of years and understands how the IETF process works. The Mentor has the desire and the time to help newer participants to become more effective. A Mentor will be willing to guide a number of individuals with the mentoring lasting for a length of 2 years. The mentoring will be both at the meetings and remotely between meetings. The number of individuals a mentor wishes to have is up to the mentor. Mentee: An IETF participant who wishes guidance on a specific task at the IETF or in the overall process and workings of the IETF by working with a more experienced IETF participant. The Mentee may be a first time attendee, a relative newcomer (less than 3 years of involvement in the IETF), or wish mentoring on a specific task such as how to get an Internet Draft to progress to becoming a standard. Mentor Group: The mentoring group, doing on-going mentoring, consists of the Mentor and his mentees. Each mentee may be at a different stage in the process of becoming a full and active contributor to the IETF. Remote Mentor: An experienced IETF participant who will mentor or answer questions via email, video conferencing or other electronic means. Regional Mentor: An experienced IETF participant who will mentor in a geographic region. Regional Mentoring Coordinator: An experienced IETF participant who will coordinate Regional Mentors. Institutional Mentor: An experienced IETF participant who will guide others at a corporation, educational institution or other grouping. This type of mentor may wish to share his or her expertise and ways of mentoring with others. Task Mentor: An experienced IETF participant who will assist in a specific task such as how to get an Internet Draft passed. Elkins Expires March 25, 2016 [Page 4] INTERNET DRAFT elkins-mentor-00 September 22, 2015 Mentoring Event: An event organized by the mentoring committee to bring Mentors and Mentees together. This may be task-specific (ex. "How to get an Internet Draft passed", "How to build consensus") or for more general topics (ex. "How does the IETF work"). Mentoring Committee: a group of IETF participants who coordinate the mentoring program. 1.2 Current Mentoring Program Mission The goal of the IETF Mentoring Program is to match experienced IETF participants with newcomers in order to aid their integration into the IETF community through advice, help, and collected wisdom. The guidance provided by the mentors should speed up the time it takes for newcomers to become active, contributing members of the IETF. As the Mentoring Program develops, a charter (similar to the EDU Team Charter) needs to be created. 1.3 Current Mentoring Process Currently, the Mentoring Program operates only at IETF meetings. If a Mentee signs up with enough advance notice (3 weeks or so before the conference), then the IETF Secretariat arranges for a web- based meeting between the Mentor and Mentee. Matching of mentor and mentees is currently done by volunteer coordinators, assisted by the IETF Secretariat. The tracking and assignments are based on a relatively crude system (i.e. XCel spreadsheet). Work is being done to create a set of web pages to assist in this area. 2 Mentoring Survey (2015) A survey was conducted in 2015 to help determine what changes should be made to the mentoring program. The base results include who comes to the IETF, what they expect from it, and what kinds of information new attendees wish they had ready access to. The survey is attached in Appendix 1. 2.1 Mentoring Program Experiences 2.1 Profile of Participants In total, there were 102 responses to the survey. Some interesting points about the people who took the survey: - 2/3rd of the people are working on an active draft Elkins Expires March 25, 2016 [Page 5] INTERNET DRAFT elkins-mentor-00 September 22, 2015 - 1/3rd were from academia (students or professors) - a little over 30% were network operators - about 8% were working on public policy The answers were not mutually exclusive, so the total does not need to add up to 100%. Our first question was whether this survey is an accurate reflection of the IETF membership, thus making the results useful. The authors tend to think that it is unlikely that 2/3 of the attendees of the IETF in general are actively involved in a draft, so it seems that the survey responders are biased towards the most active members of the IETF. After consideration, this seems unsurprising. If one looks at the psychology of survey takers (with no reward at the end of the survey), it is likely that the population is disproportionately biased towards either the most engaged members or those who have a comment either positive or negative. Having the mentoring program serve the needs of the people who are most engaged, thus most likely to create great RFCs seems a worthwhile effort. When asked how many IETFs they had attended, more than half of the people had attended over 4 IETF live meetings. A fifth of respondents had attended between 2-4 IETFs and a quarter of respondents were attending their first IETF. Again, this may be biased towards the more engaged participants. But since approximately 25% of the survey takers are newcomers and the current mentoring program only targets newcomers, one would have some trust in the results of the comments on the Mentee experience. Of course, there appeared to be some confusion about which mentoring program was being commented on - the IETF mentoring program or the ISOC mentoring program, but we suspect that the survey results were not completely invalidated by this slight confusion. 2.2 Why People Attend IETF This question is important because the authors wish to design a mentoring program that suits the needs of the participants. 70% want to make progress on an active draft 82% want to contribute to a draft or other work 80% want to learn about activity in networks or protocols This is interesting because many people do not just want to make progress on their own efforts but want to be active contributors to the efforts of others. This reinforces the "community" aspect of Elkins Expires March 25, 2016 [Page 6] INTERNET DRAFT elkins-mentor-00 September 22, 2015 IETF. It takes a long time to create a great new standard and requires active participation from many other engaged members. 2.3 Mentee Experience More than 85% of the Mentees who responded expressed that they felt the mentoring process helped them in some way in helping them to achieve their overall objective of attending the IETF. This indicates that the Mentees benefit from having someone more knowledgeable with the IETF to guide them in the beginning. Having said that, slightly less than 50% of the Mentees said that the program helped them "a lot" or "more than expected". This would indicate to us that restructuring the program and offering more alternatives may meet the needs of the participants. 2.4 Mentor Experience The current program appeared to be viewed more favorably by Mentors than Mentees. Many also saw it as a way of giving back to the community. A bit over 65% if the Mentors expressed they that they had an average, good or very good experience with the mentorship program. A number of comments were made towards improving the mentorship program which have helped in the drafting of this document. 3 Structure of the Mentoring Program 3.1 What People Want from the Program Expectations for the Mentoring Program vary. Some mentees will want a short relationship, just to get them started; some will want a longer relationship, in order to get thoroughly integrated into the IETF. Some mentees merely want technical help on IETF processes; some want cultural guidance. The kind of mentoring offered should be specified when a mentor signs up for the program. Mentees should also be asked about their needs/expectations when they sign up. 3.2 Different Ways of Mentoring To help IETF participants achieve the ultimate goal of full, active participation in the IETF process for creating new standards, we need to have multiple ways of mentoring available. As the program evolves, we will undoubtedly find more ways to mentor. As the core goal of the IETF is to develop effective standards, the goal of the mentoring program should be to help participants in the Elkins Expires March 25, 2016 [Page 7] INTERNET DRAFT elkins-mentor-00 September 22, 2015 sometimes arcane process of passing standards. But the program should also help Mentees to become good and active participants. So, we propose the following types of mentoring: 1. Classic mentoring 2. One time event or workshop 3. Regional / institutional mentoring 4. Task mentoring 5. Ongoing mentoring 6. Shadow mentoring 7. Speed mentoring 3.3 Classic Mentoring Retain the current option of having a pre-meeting conference call, followed by one-on-one, face-to-face meetings of Mentor and Mentee on-site at a single IETF meeting. 3.4 One Time Event or Workshop In addition to the "classic" Mentor, have a small group (10 or so) which meets at the IETF and also maybe remotely to discuss specific topics of general interest. These differ from Task Mentoring efforts in being a one-time effort. If the topic is of recurring interest, it may become a Task Mentoring topic. Format can be: 30 minutes presentation, 15 minutes group discussion, 15 minutes one-on-one time with an AD / WG chair. (5 or so WG chairs and ADs will be needed to support this.) This may be done in conjunction with the Newcomer's Tutorial. 3.5 Regional / Institutional Mentoring Often mentoring has cultural components. This option allows mentees to learn how the culture of IETF relates to their own regional or institutional culture. A Regional or Institutional Mentor who is familiar with the regional or institutional culture will work with mentees. The goal is to help them learn about the IETF and how it works, both formally and informally. 3.6 Task Mentoring IETF involves various specific undertakings on a recurring basis. Events (and/or videos) will be offered, both at the IETF and remotely, which discuss specifics on topics such as "How to get an RFC passed" (Scott Bradner will have PPTs and videos for this). Task Elkins Expires March 25, 2016 [Page 8] INTERNET DRAFT elkins-mentor-00 September 22, 2015 Mentors will create and present materials on these tasks as they are identified, and will work with mentees who need assistance on accomplishing them. 3.7 Ongoing Mentoring This option is for people who want longer-term mentoring. For many attendees, it may take a number of years for newcomers to feel comfortable in the IETF environment and to develop their own network of contacts. Both mentor and mentees make a commitment to work together for up to 3 IETFs. At each meeting, the mentor and his mentees meet. If the mentor takes on a new mentee, then the group can meet together. This will help create a network for new people. 3.8 Shadow Mentoring Sometimes the best way to learn how something works is to watch someone who knows how go through the process. Shadow Mentoring involves having the mentee shadow the mentor -- spend a week (or a day) at IETF following him / her around, attending the same sessions and meeting, etc. A Shadow Mentor may devote one entire day to the Mentee. A prospective Shadow Mentor would have a breakfast meeting with the Mentee to explain the day's schedule, then as the day proceeds, he / she would explain why they are at each session (presumably, it is pertinent to either their work at the IETF or of interest otherwise), go to lunch (and optionally dinner) with the Mentee, and then have a feeback session together at the end of the day. Of course, if shadowing is not working out for a particular pair, for whatever reason, the Mentee / Mentor can come to the Mentoring Committee and ask for reassignment. 3.9 Speed Mentoring This would be similar to Speed Dating. That is, we have a session with ten experienced IETFers (Mentors) and the same number of Mentees. Each Mentee / Mentor pair talks to each other for 5 minutes. This event will be moderated by the Mentoring Committee. The advantage of this approach is that it is a limited time commitment for the Mentor as well as a way for the Mentee to meet quite a few people in a short amount of time thus building their network and getting multiple perspectives. 4 Selection of Mentor / Mentee Elkins Expires March 25, 2016 [Page 9] INTERNET DRAFT elkins-mentor-00 September 22, 2015 4.1 Who Should be a Mentor? Mentors should have been active in the IETF for long enough to be familiar with the organization and how it works. They should also have developed a network of contacts within the organization, so that they can make their mentees familiar with how to build their own networks. And they should understand the process by which RFCs are written and adopted or how new work is introduced to the IETF. Mentor volunteers should be aware that at times there will not be enough mentees to go around. Failure to be assigned a mentee is a reflection of low demand, not a reflection on the mentor volunteer. Of course, as the program gains in popularity, there may not be enough mentors also. With time and innovation, we hope to achieve steady state. 4.2 Types of Mentors A mentor may sign up to be: 1. A Task Mentor 2. Regional / Institutional Mentor: (The regional mentor coordinator will be chosen from this group.) 3. Remote Mentor 4. Classic Mentor 5. Shadow Mentor 6. Ongoing Mentor 7. Speed Mentor Clearly, a different set of time commitments is involved in each. A mentee would not sign up for a mentor type directly, but would go through a series of questions on their needs (See section on Matching Mentor and Mentee). 4.2 Who Should be a Mentee? Mentees can range from first-time attendees to relative newcomers to the process (those who have been involved for less than three years). Each mentee may have different needs. The Mentor Program will attempt to match mentee needs to mentor expertise. After spending some time as a Mentee, the individual may wish to become a part of the Mentoring Committee as a way to give back to the community for having mentored them. They may also wish to provide feedback to the community. 4.3 How to Match Mentor and Mentee Elkins Expires March 25, 2016 [Page 10] INTERNET DRAFT elkins-mentor-00 September 22, 2015 A Mentors DB will be constructed which tracks who has volunteered to be a mentor, what kind of mentoring they can do, and who (and how many) Mentees they have at any given time. An online tool will be developed to ask Mentees what kind of mentoring they want (among the options that they have) as well as for Mentors to be able to indicate how they can help (among the options they have). The tool will walk the would-be Mentee through a structured set of queries to determine his particular needs and desires. It will also guide a Mentor volunteer thru a structured set of queries to determine his expertise and interests. The data will then be used to match each Mentee with the optimum Mentor and type of program. 5 Where / When / How to Mentor 5.1 Remote participation The best way for mentoring can be considered face-to-face meetings, as they can help build trust and understanding between Mentor and Mentee. The face-to-face meetings can also inspire and create a sense of collaboration towards the common goal, "making the Internet work better" [RFC3935]. However, in some cases attending an IETF meeting is prohibitive to individuals which have the knowledge and motivation to contribute, but lack the resources or capacity to attend. In this context, remote participation can be a suitable alternative. If remote participation is required, the mentoring process should involve pre-arranged conference calls or email exchanges. In some cases, remote participation can be organized as a group event. For this situations, Regional Mentors can be assigned if there is a pool of available volunteers in that region. In this context, the Regional Mentors can organize on-site mentoring sessions for multiple Mentees, of course to the best of their availability. 5.2 When to Mentor In many cases, participants in the mentoring program sign-up for the mentoring program before the IETF meeting. In this cases, the mentoring program coordinators match-up Mentor and Mentee and introduce the two to one another over the e-mail. Following the e- mail introduction and considering the Mentor and Mentee's availability, at least one remote or face-to-face meeting is recommended prior to the IETF meeting. This can be a good opportunity for the Mentee to discuss his interests and expectations related to the IETF meeting. Elkins Expires March 25, 2016 [Page 11] INTERNET DRAFT elkins-mentor-00 September 22, 2015 However, some of the mentor program participants sign-up on the first day of the IETF meeting. In this instance, depending on the mentor's schedule, the short introductory meeting is recommended before the Newcomers' Meet and Greet. One of the major opportunities for the Mentees is the Newcomers' Meet and Greet session, which is open only to Newcomers, WG chairs and Mentors. To take advantage of this opportunity, it would be essential for the Mentor to participate and introduce the Mentee to the WG chairs according to the Mentee's area of interest. Another good opportunity for the Mentee to be introduced and socialize with other experts in his field of interest, is the Welcome reception. To the best of his availability, The Mentor is recommended to attend and support the Mentee in this attempt. Follow-up meetings throughout the week are also recommended. Sometimes, the IETF sessions can prove confusing and overwhelming for a newcomer. This type of interim mentoring session should help the Mentee better understand how to navigate through the sessions, and potentially become an active contributor. In the case of remote participants, or Regional Mentors, the Mentoring Process could be composed as well from: - a short introductory meeting prior to the IETF - a meeting to discuss the Mentee's recommended sessions - follow-up meetings throughout the week 5.3 Time Constraints Mentors are active contributors in the IETF and in most cases have very busy schedules. To that end, the mentoring session should be scheduled and agreed upon prior to the IETF meeting. If that is not possible, the mentoring schedule should be decided as early as possible. The Mentees need to understand that Mentoring is a volunteer-based activity and be considerate with the Mentor's time. Taking into account the many responsibilities of the IETF members with leadership positions (e.g. ADs), these members should be considered as part of the Mentor's DB only in extraordinary circumstances. A Classic Mentor should plan on about 3-4 hours before an IETF meeting and about 5-6 hours during the IETF week. We can expect mentees to meet mentors at least 3-4 times during the IETF week. The schedule can be decided mutually based on the mentee and mentors schedules and commitments. Elkins Expires March 25, 2016 [Page 12] INTERNET DRAFT elkins-mentor-00 September 22, 2015 5.4 How to Mentor How to mentor should be dictated by the Mentee's expectations for the IETF meeting. However, the social interaction with other contributing members of the IETF community is essential to a newcomer. It can help build the sense of belonging to the community and facilitate the transition from newcomer to contributor. To that end, as much as possible, the Mentor should support the Mentee in meeting members in leadership positions (e.g. ADs, WG chairs) and other contributors in the Mentee's area of interest. The Mentor can also help the Mentee choose the area and WGs most suitable for his interest and recommend sessions throughout the week. Recommending a list of relevant documents for the Mentee's area of interest would be a welcome addition. Given its off-site nature, remote mentoring is mostly limited to the later type of activities. 6 Publicity Comments were made on better publicizing the mentoring program. The authors are working to do this. 7 Measuring Effectiveness At its core, the Mentoring process is a subjective experience. That being the case, a qualitative analysis seems to be the most appropriate solution for measuring the effectiveness of the Mentoring program. To that end, a survey was proposed and data was collected. The survey and analysis are presented in Section 2. Question 3 of the survey covers the level of satisfaction of the Mentee with the Mentoring program, while Question 4 is targeting the Mentors' experience. Other metrics may be employed to measure the effectiveness of the Mentoring program on the long run. One example is the number of RFC documents published on average by former Mentees. It is, however, hard to isolate the contribution of the Mentoring program in this complex context. Hence, this type of data can be misleading. As a long time participant (with much experience in performance metrics) noted: "Not everything that can be measured, counts. And not everything that counts, can be measured." Having said that, we will continue our efforts to attempt to measure the success of the revised mentoring process by conducting additional surveys from time to time. For Mentees, specifically, a breakfast meeting will be held to obtain comments and feedback on mentoring at Elkins Expires March 25, 2016 [Page 13] INTERNET DRAFT elkins-mentor-00 September 22, 2015 that IETF. Additionally, a web page will be created to solicit feedback from Mentees and Mentors. This will also serve the needs of participants in remote and regional mentoring. 8 IANA Considerations There are no IANA considerations. 9 Security Considerations There are no security considerations. 10 References 10.1 Normative References [RFC3935] Alvestrand, H., "A Mission Statement for the IETF", BCP 95, RFC 3935, October 2004. 10 Acknowledgments The authors would like to thank Scott Bradner, Brian Carpenter, Mirjam Kuehne, and Bill Jouris for their comments and assistance. Authors' Addresses Nalini Elkins Inside Products, Inc. Carmel Valley, CA 93924 United States Phone: +1 831 659 8360 Email: nalini.elkins@insidethestack.com Marius Georgescu Nara Institute of Science and Technology (NAIST) Takayama 8916-5 Nara Japan Phone: +81 743 72 5216 Email: liviumarius-g@is.naist.jp Vinayak Hegde Independent Consultant Pune India Phone: +91 94498 34401 Email: vinayakh@gmail.com Elkins Expires March 25, 2016 [Page 14] INTERNET DRAFT elkins-mentor-00 September 22, 2015 Kevin G. Chege Internet Society Nairobi Kenya Phone: +254 722 482609 Email: chege@isoc.org Appendix 1: Mentoring Survey Q1: How many IETFs have you attended? (Single choice) [ ] This is my 1st one [ ] 2-4 [ ] more than 4 Q2: How did you find out about the IETF? [Open-ended response] Q3: Why did you come to the IETF? (Multiple choice) [ ] I am working on a draft [ ] I am a student or professor [ ] I am a network operator or practitioner [ ] I am involved in public policy [ ] I am a consultant [ ] Other (please specify) Q4: What do you expect to (want to) gain from participation in the IETF? (Multiple choice) [ ] Make progress on or present a draft [ ] Contribute to active drafts or work underway [ ] Learn about activity in the area of network protocols [ ] Learn about how people are running their networks [ ] Have fun [ ] Other (please specify) Q5: If you were a mentee in the IETF mentoring program, how well did the program help you achieve your goals? (Single choice) [ ] Not at all [ ] Maybe a bit [ ] More than expected Elkins Expires March 25, 2016 [Page 15] INTERNET DRAFT elkins-mentor-00 September 22, 2015 [ ] A lot Q6: If you were a mentor in the IETF mentoring program, how pleasant was your experience? (Single choice) [ ] Terrible [ ] Average [ ] Good [ ] Very good [ ] Please comment Q7: Do you have any suggestions to improve the program ? [Open-ended response] Elkins Expires March 25, 2016 [Page 16]